Ultima modifica: 16 luglio 2016
English publications by Annalisa Cusi (2016-2010)
- Cusi, A., Malara, N.A. (2016). Which algebraic learning can a teacher promote when her teaching does not focus on interpretative processes? in Krainer, K., Vondrova, N. (eds) Proceedings of Ninth Congress of the European Society for Research in Mathematics Education (CERME 9, 4-8 February 2015) (pp. 405-411). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.
- Cusi, A., Malara, N.A.. (2013). A theoretical construct to analize the teacher’s role during introducing activities to algebraic modelling. In Ubuz, B. et al. (eds.), CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education. Antalya, Turkey. February 6‒10. 3015-3024. Ankara: Middle East Technical University ISBN 978-975-429-315-9.
- Cusi, A, Navarra, G.. (2012). Aspects of Generalization in Early algebra. In Maj Tatsis and Tatsis K. (a cura di), Generalization in mathematics at all educational levels. Rzeszòw University press. Rzeszòw (Poland). pp.182-192. ISBN 978 – 83-7338-780-5.
- Cusi, A., Malara, N.A. e Navarra, G. (2011). Early Algebra: Theoretical Issues and Educational Strategies for Bringing the Teachers to Promote a Linguistic and Metacognitive approach to it. In J. Cai and E. Knuth (Eds.), Early Algebrailization: Cognitive, Curricular, and Instructional Perspectives. 483-510. Springer, 483-507, ISBN 978-3-642-17734-7.
- Cusi, A., Malara, N.A. e Navarra, G. (2011). Early Algebra: Theoretical Issues and Educational Strategies for Bringing the Teachers to Promote a Linguistic and Metacognitive approach to it. In J. Cai and E. Knuth (Eds.), Early Algebrailization: Cognitive, Curricular, and Instructional Perspectives. 483-510. Springer, 483-507, ISBN 978-3-642-17734-7.
Pubblicato il 16 luglio 2016 da giancarlonavarra
Contenuto in: Articoli
